Cataloging and Classifying: Issues of Equal Access
As public, academic, and school libraries begin to focus on the multicultural needs of their communities and world at large, the topic of cataloging and classification warrants much consideration. While reviewing the library needs of Latino elementary, middle, and high school students, Adamich reminds librarians that cataloging and classification directly relate to "matters of equitable access" of information. (Adamich, 43) Cataloging and classification may seem to be an abstract problem, however it demands concrete, immediate solutions. Listed below are some of the primary concrete solutions and ideas that will begin to equalize access to information to Cuban Americans, and all Latinos.
need to build a bilingual catalog (statewide)
need to build a comprehensive Spanish Language website (statewide)
need to hire and promote bilingual librarians and para professionals to develop, maintain, and grow an accurate online catalog
need to use diacritics properly (we acknowledge that they are misused in this wiki) and recognize that they are an important component of the Spanish languagehips, with specialized Latino distributors
need to recognize that Library of Congress Subject Heading /Dewey Decimal Subject Headings are slow to change
need to use ILL to provide access to Spanish language materials circulate statewide
need to post cataloging and classification information online and in libraries: such as the Dewey Decimal Classification Chart in Spanish and in English
In the past two decades, some American librarians have begun to tackle the wide variety of access issues that exist when considering how to best serve the needs of Latino/a patrons and specifically Cuban American patrons. Cuba’s relationship with America is radically different than other Caribbean countries, Central American, and South American countries.
Cubans have come to America in three distinct waves. In general, in each wave the migrant Cuban population has been less educated and less wealthy than the previous wave. This has informed and impacted the Cuban American experience. The most recent Cuban American may or may not have the same degree of education or wealth that helped establish the Cuban presence in America in the last half-century. This change in demographics demands that librarians seek out strategies and tools that provide Cuban Americans to fully participate in, engage with, and develop a library presence.
In order to best serve Cuban American patrons, we can look to three librarian scholars: Camila Alire, Orlando Archibeque, and Donald H. Figueredo. Alire and Archibeque address cataloging and classification issues in their book, Serving Latino Communities. Figueredo provides some in depth analysis in his chapter on Cuban Americans in the book Latino Librarianship. Many of their ideas are outlined in the section above. The suggestions of these scholars also guide our ten-year engagement plan listed below.
Alire and Archibeque provide a wide array of specific examples and suggestions on how we may best suit the needs of the Spanish Speaking population. They recommend that we look to innovative public libraries, such as the Queens Library, in order to see how they have enhanced their cataloging and classification practices, services, and products to better suit the needs of their Spanish Speaking population. The Queens website and online catalog can be accessed in English and Spanish, as well as an assortment of other languages. Alire and Archibeque also recommend seeking the guidance of academic libraries that “has experience in cataloging Spanish language materials” and “hiring a bilingual person to assist the cataloger”. (Alire, 193)
Ideally, in the next few years, we would like our OSL webpage and online catalog to possess all of the language features and benefits of the Queens Library. Currently, the Providence Public Library provide visitors with the opportunity to toggle on and off the Spanish version of the website. However, in order to search the catalog, patrons still must use the English language version of the statewide OSL online catalog. At present, the Providence Community Library does not provide any Spanish option.
http://www.provcomlib.org- Website for the Providence Community Library, nine branches which were formerly part of the Providence Public Library system.
With this website/online catalog language based flexibility as a ten-year goal, then we can proceed to move forward. Each year leading up to the initial five-years, of the ten year goal, will have its own cataloging and classification goal. This engagement plan assumes that the state of Rhode Island has secured a ten year, full funded grant to develop a multi-language webpage and online catalog.
Year 1:
Hire a bilingual (Spanish speaking) Librarian...see Recruitment section for details
Develop quantitative statistics goals and qualitative survey goals
Add "Spanish Subject Heading to the bibliographic record" (Alire, 193)
Establish a Bilingual Community Committee
Year 2:
Purchase some “MARC records from the specialized Latino distributor” (Alire, 192)
Continue the two previous goals outline in Year 1.
Develop a community outreach and Information Literacy program for the Latino (and specifically Cubano) community.
Present quantitative and qualitative goals to committee
Year 3:
Continue the work of the first two years.
Work to secure grants for the next ten years.
Begin engagement of a community outreach and Information Literacy Program for the Latino (and specifically Cubano) community.
Focus on engagement of quantitative and qualitative goals
Year 4:
Implement full engagement of outreach and ILL program
Continue the work of the previous three years.
Focus on engagement of quantitative and qualitative goals
Year 5:
Implement full engagement of the multi-language webpage and online catalog
Develop an outline of the engagement process during the last five years
Present initial findings on quantitative and qualitative goals to committee
Year 6:
Gather first year quantitative and qualitative information
Problem solve initial issues
Secure a grant to continue the work beyond the first ten years
Year 7:
Gather second year quantitative and qualitative information
Solve ongoing issues
Year 8:
Gather third year quantitative and qualitative information
Solve ongoing issues
Year 9:
Gather fourth year quantitative and qualitative information
Solve ongoing issues.
Gather information on first three years and collate into a report.
Year 10:
Publish an ancedotal overview/report of the engagement of the quantitative and qualitative goals.
Sources
Adamich, T. (2009). The Purpose of the Cataloging for Matters of Equitable Access. Knowledge Quest, 37(5), 42-47.
Alire, C., & Archibeque, O. (1998). Serving Latino communities. A how-to-do-it manual for librarians. New York: Neal-Schuman.
Berman, S. (1971). Prejudices and antipathies. A tract on the lc subject heads concerning people. Metuchen, NJ: The Scarecrow Press.
Guerena, S. (1990). Latino librarianship. A handbook for professionals. Jefferson, NC: McFarland & Co.
Helpful sources:
SALSA de Topicos = Subjects in SALSA: Spanish and Latin American subject access
ALCTS Papers on Library and Technical Services & Collections #14
ISBN 978-0-8389-8407-9
Library of Congress Classification Outline
This call number classification holds true for any library in the world using the Library of Congress classification system. For example, Spanish language dictionaries will always be in the general call number range PC4001 - PC4977. The call number range for Spanish literature is PQ6001 - PQ8929; more narrowly, the range for literatures of "Spanish America" (excluding Brazil) is: PQ7081 - PQ8560.
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“This personal Web page (wiki or blog) is not an official University of Rhode Island Web page. The University of Rhode Island provides personal Web pages for faculty, staff, and students as a forum for self-expression. The University does not review personal Web pages and accepts no responsibility for the contents of these pages. The views and opinions expressed on both the Web pages themselves and/or of material accessed via links to other pages are those of the page authors only and are not in any way an official publication of the University.”
Cataloging and Classifying: Issues of Equal Access
As public, academic, and school libraries begin to focus on the multicultural needs of their communities and world at large, the topic of cataloging and classification warrants much consideration. While reviewing the library needs of Latino elementary, middle, and high school students, Adamich reminds librarians that cataloging and classification directly relate to "matters of equitable access" of information. (Adamich, 43) Cataloging and classification may seem to be an abstract problem, however it demands concrete, immediate solutions. Listed below are some of the primary concrete solutions and ideas that will begin to equalize access to information to Cuban Americans, and all Latinos.
In the past two decades, some American librarians have begun to tackle the wide variety of access issues that exist when considering how to best serve the needs of Latino/a patrons and specifically Cuban American patrons. Cuba’s relationship with America is radically different than other Caribbean countries, Central American, and South American countries.
Cubans have come to America in three distinct waves. In general, in each wave the migrant Cuban population has been less educated and less wealthy than the previous wave. This has informed and impacted the Cuban American experience. The most recent Cuban American may or may not have the same degree of education or wealth that helped establish the Cuban presence in America in the last half-century. This change in demographics demands that librarians seek out strategies and tools that provide Cuban Americans to fully participate in, engage with, and develop a library presence.
In order to best serve Cuban American patrons, we can look to three librarian scholars: Camila Alire, Orlando Archibeque, and Donald H. Figueredo. Alire and Archibeque address cataloging and classification issues in their book, Serving Latino Communities. Figueredo provides some in depth analysis in his chapter on Cuban Americans in the book Latino Librarianship. Many of their ideas are outlined in the section above. The suggestions of these scholars also guide our ten-year engagement plan listed below.
Alire and Archibeque provide a wide array of specific examples and suggestions on how we may best suit the needs of the Spanish Speaking population. They recommend that we look to innovative public libraries, such as the Queens Library, in order to see how they have enhanced their cataloging and classification practices, services, and products to better suit the needs of their Spanish Speaking population. The Queens website and online catalog can be accessed in English and Spanish, as well as an assortment of other languages. Alire and Archibeque also recommend seeking the guidance of academic libraries that “has experience in cataloging Spanish language materials” and “hiring a bilingual person to assist the cataloger”. (Alire, 193)
Ideally, in the next few years, we would like our OSL webpage and online catalog to possess all of the language features and benefits of the Queens Library. Currently, the Providence Public Library provide visitors with the opportunity to toggle on and off the Spanish version of the website. However, in order to search the catalog, patrons still must use the English language version of the statewide OSL online catalog. At present, the Providence Community Library does not provide any Spanish option.
http://www.provlib.org - Website for the Providence Public Library, Central Library
http://www.provcomlib.org - Website for the Providence Community Library, nine branches which were formerly part of the Providence Public Library system.
http://catalog.oslri.net - OPAC for all Ocean State Libraries - English-only
With this website/online catalog language based flexibility as a ten-year goal, then we can proceed to move forward. Each year leading up to the initial five-years, of the ten year goal, will have its own cataloging and classification goal. This engagement plan assumes that the state of Rhode Island has secured a ten year, full funded grant to develop a multi-language webpage and online catalog.
Year 1:
Hire a bilingual (Spanish speaking) Librarian...see Recruitment section for details
Develop quantitative statistics goals and qualitative survey goals
Add "Spanish Subject Heading to the bibliographic record" (Alire, 193)
Establish a Bilingual Community Committee
Year 2:
Purchase some “MARC records from the specialized Latino distributor” (Alire, 192)
Continue the two previous goals outline in Year 1.
Develop a community outreach and Information Literacy program for the Latino (and specifically Cubano) community.
Present quantitative and qualitative goals to committee
Year 3:
Continue the work of the first two years.
Work to secure grants for the next ten years.
Begin engagement of a community outreach and Information Literacy Program for the Latino (and specifically Cubano) community.
Focus on engagement of quantitative and qualitative goals
Year 4:
Implement full engagement of outreach and ILL program
Continue the work of the previous three years.
Focus on engagement of quantitative and qualitative goals
Year 5:
Implement full engagement of the multi-language webpage and online catalog
Develop an outline of the engagement process during the last five years
Present initial findings on quantitative and qualitative goals to committee
Year 6:
Gather first year quantitative and qualitative information
Problem solve initial issues
Secure a grant to continue the work beyond the first ten years
Year 7:
Gather second year quantitative and qualitative information
Solve ongoing issues
Year 8:
Gather third year quantitative and qualitative information
Solve ongoing issues
Year 9:
Gather fourth year quantitative and qualitative information
Solve ongoing issues.
Gather information on first three years and collate into a report.
Year 10:
Publish an ancedotal overview/report of the engagement of the quantitative and qualitative goals.
Sources
Adamich, T. (2009). The Purpose of the Cataloging for Matters of Equitable Access. Knowledge Quest, 37(5), 42-47.
Alire, C., & Archibeque, O. (1998). Serving Latino communities. A how-to-do-it manual for librarians. New York: Neal-Schuman.
Berman, S. (1971). Prejudices and antipathies. A tract on the lc subject heads concerning people. Metuchen, NJ: The Scarecrow Press.
Guerena, S. (1990). Latino librarianship. A handbook for professionals. Jefferson, NC: McFarland & Co.
Helpful sources:
SALSA de Topicos = Subjects in SALSA: Spanish and Latin American subject access
ALCTS Papers on Library and Technical Services & Collections #14
ISBN 978-0-8389-8407-9
Library of Congress Classification Outline
This call number classification holds true for any library in the world using the Library of Congress classification system. For example, Spanish language dictionaries will always be in the general call number range PC4001 - PC4977. The call number range for Spanish literature is PQ6001 - PQ8929; more narrowly, the range for literatures of "Spanish America" (excluding Brazil) is: PQ7081 - PQ8560.
=====================
“This personal Web page (wiki or blog) is not an official University of Rhode Island Web page. The University of Rhode Island provides personal Web pages for faculty, staff, and students as a forum for self-expression. The University does not review personal Web pages and accepts no responsibility for the contents of these pages. The views and opinions expressed on both the Web pages themselves and/or of material accessed via links to other pages are those of the page authors only and are not in any way an official publication of the University.”